Developmentally Appropriate Technology in Early Childhood (DATEC) in Botswana: In-Service Teachers’ Perspectives

Kabita Bose

Vol. 1 No. 3 (2009) IEJEE

Developmentally Appropriate Technology in Early Childhood (DATEC) in Botswana: In-Service Teachers’ Perspectives

Kabita Bose

Published August 25, 2017 | Pages: 218-231 | Views: 452

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Abstract

Developmentally Appropriate Technology in Early Childhood (DATEC) aims to identify the
most appropriate applications of Information and Communication Technology to support the
development of children under eight years of age. Botswana has a unique spread of
population density and deep-rooted socio-cultural values. There is a need to address the
compatibility of these aspects with the application of Information and Communication
Technology in the proposed Early Childhood Education programmes throughout Botswana.
The researcher felt that the views of the in-service teachers, (who are now students of the
Bachelor of Education Programme) in the University of Botswana and have specialized in
Early Childhood Education, would be a valuable input towards an appropriate Early
Childhood Education curriculum. Hence, a study was proposed to assess the views of the
teachers, regarding DATEC in Botswana. Forty (40) fourth year students (Level 400) of
Bachelor of Education (Primary) Programme of University of Botswana, who specialised in
early years and have a good exposure to Information and Communication Technology
constituted the sample. Their views were obtained from a semi-structured questionnaire.
Both quantitative and qualitative approaches were used for analysis of data. The findings of
the study showed that the respondents strongly believed that an integration of Information
and Communication Technology with the Early Childhood Education curriculum is
necessary to enhance an overall development of young children. Computers with relevant
resources were thought to be the best Information and Communication Technology
applications in Early Childhood Education for a developmentally appropriate programme
that would provide educational concepts, problem solving skills and creativity. However,
they emphasised the need to make the technology socio-culturally compatible to citizens of
Botswana (Batswana) to facilitate developmentally appropriate education of young children.
The study concluded with a few recommendations.

Developmentally Appropriate Technology in Early Childhood (DATEC) aims to identify the most appropriate applications of Information and Communication Technology to support the development of children under eight years of age. Botswana has a unique spread of population density and deep-rooted socio-cultural values. There is a need to address the compatibility of these aspects with the application of Information and Communication Technology in the proposed Early Childhood Education programmes throughout Botswana. The researcher felt that the views of the in-service teachers, (who are now students of the Bachelor of Education Programme) in the University of Botswana and have specialized in Early Childhood Education, would be a valuable input towards an appropriate Early Childhood Education curriculum. Hence, a study was proposed to assess the views of the teachers, regarding DATEC in Botswana. Forty (40) fourth year students (Level 400) of Bachelor of Education (Primary) Programme of University of Botswana, who specialised in early years and have a good exposure to Information and Communication Technology constituted the sample. Their views were obtained from a semi-structured questionnaire. Both quantitative and qualitative approaches were used for analysis of data. The findings of the study showed that the respondents strongly believed that an integration of Information and Communication Technology with the Early Childhood Education curriculum is necessary to enhance an overall development of young children. Computers with relevant resources were thought to be the best Information and Communication Technology applications in Early Childhood Education for a developmentally appropriate programme that would provide educational concepts, problem solving skills and creativity. However, they emphasised the need to make the technology socio-culturally compatible to citizens of Botswana (Batswana) to facilitate developmentally appropriate education of young children. The study concluded with a few recommendations.

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Keywords

Early Childhood Education, Information and Communication Technology, Developmentally Appropriate Technology in Early Childhood, Botswana, Socio-Cultural values

Affiliations

Kabita Bose

University of Botswana, Gaborone, Botswana

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How to Cite

Bose, K. (2017). Developmentally Appropriate Technology in Early Childhood (DATEC) in Botswana: In-Service Teachers’ Perspectives. International Electronic Journal of Elementary Education, 1(3), 218–231. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/276